TestPad (in SLDS) Item and test content in TestPad

1. TestPad OverviewFIP TrainingTestPad and FIP August 13, 2019TestPad and FIP August 15, 2019Joe Blessing Kelli Harris-Wright

2. Formative Assessment Resources • TestPad (in SLDS) • Item and test content in TestPad • All content and reports have been moved to TestPad. GOFAR is no longer active. • Benchmark development tool • Item and passage creation • Formative Instructional Practices (FIP): online professional learning for teachers, coaches, and leaders

3. Item Bank Content

4. Item Formats • Multiple Choice • Constructed-Response • Extended Response • Scaffolded • Constructed-response items require students to provide explanations/rationales, provide evidence, and/or to show work • Provide teachers with evidence of true student understanding of content and process

5. GOFAR State Developed Assessments • Formative Benchmarks (20 benchmarks with 2 parts each) • ELA Grades 3-8, 9th Grade Lit, American Lit • Mathematics Grades 3-8, Coordinate Algebra, Analytic Geometry

6. Example of Extended Response ItemELA—Grades 9 – 10 Passage Title: Juliette Gordon Lowe Part A Identify at least two arguments Juliette Gordon Low used as reasons to begin the Girl Scouts. Part B Evaluate whether or not these arguments are valid and whether there is enough evidence in the article to support them. Be sure to complete ALL parts of the task. Use details from the text to support your answer. Answer with complete sentences, and use correct punctuation and grammar. 9th/10th Grade ELA Standards RI.9.8; RI9.1; L9.1; L9.2; DOK 4

7. Example of Extended Response Item Math—Advanced Algebra Advanced Algebra, Standards A.REI.2; A.REI.4; A.APR.6, A.REI.1; DOK 3

8. Example of RubricMathematics—Grade 5

9. Exemplar Papers • Prototype answer – the “ideal” response • Set of responses from actual Georgia students, collected during item pilots • Samples scored by trained raters using rubric • Papers allow teachers to review and compare their own students’ work to the sample responses for each score point • Helps standardize expectations of the standards • Score point and annotations provided for each sample item response Note: The pilot was conducted using standard administration procedures in order to ensure that results were comparable across the state. When items/tasks are used during instruction, these administration rules do not have to apply and student results may vary; thus, teachers may want to modify the rubrics and even raise expectations. Rubrics and exemplars should remain focused on high expectations.

10. Exemplar PaperMathematics—Grade 5

11. Student Anchor Papers Student Response Scorer’s Annotation Score based upon rubric

12. Student Anchor Papers

13. TestPad

14. TestPad Landing Page

15. Create an Item

16. Item Creation – Item Detail Screen

17. Item Detail Screen

18. Item Creation – Item Authoring Screen

19. Item Creating – Item Preview Screen Save as Draft, Private and Public Banks

20. Item Creating – Insert Image • Click Choose Files • Select your file from your computer • Drag and drop the image to the Question

21. Item Creating – Item Preview ScreenConstructed Response Item

22. Create a Passage – Passage Authoring Screen

23. Create a Passage – Passage Preview Screen

24. Passages in TestPad To find more items with a passage, click on the Passage ID filter. Enter the Passage ID into the Is equal to box. Then click Filter. You can now easily assign test items attached to the passage

25. Item bank Standards for tested and non-tested courses Items Created by state and users

26. Item bank

27. Preview an Item by Clicking on the Item ID

28. Add Items to a New Test

29. Using the Item Bank

30. Create Test Screen

31. Assign Test Screen

32. Manage Assigned Tests

33. Students access TestPad via the SLDS Student Portal

34. Students will see available TestPad assignments and can click “Take Assignment”

35. Student view of TestPad assignment

36. Reports are automatically generated as students turn in tests

37. Reports are automatically generated as students turn in tests

38. Reports are automatically generated as students turn in tests

39. Contact Information TestPad Web Site • http://www.gadoe.org/Technology-Services/SLDS/Pages/TestPAD-Training-and-Support.aspx TestPad Training Site • http://sldstrn.gadoe.org/SLDSDemoWeb/TP.aspx Questions Regarding TestPad Content & School/System Usage Joe Blessing Program Manager - GA Milestones, TestPad 404.232.1208 jblessing@doe.k12.ga.us Questions Regarding TestPad Functionality/Technical Support • 1-800-869-1011 • slds@doe.k12.ga.us

40. Formative Instructional Practices Online Professional Learninghttps://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaFIP.aspx Department for Assessment and Accountability Contact: kharris-wright@doe.k12.ga.us August 2019

41. Today’s Topics • Define the goals and purpose of Formative Instructional Practices Online Professional Learning (FIP) • Examine sample feedback from educators who participated in FIP • Describe FIP courses and content • Identify learning options with FIP • Discuss FIP as best practice • Describe how to begin FIP in a district or school and implementation options

42. Goals of Georgia FIP Aligned toGaDOE’s Strategic Plan • Support the development of great teachers and leaders in their work towards preparing students for College and Careers (Professional Capacity and Effective Leadership) • Improve teaching and student learning processes based on Tier I evidence-based interventions and practices (Coherent Instruction, Whole Child Focus) • Facilitate a quality implementation of Georgia’s state-mandated content standards for ALL students (Coherent Instruction and Family Community Engagement) • Increase the alignment between Curriculum, Instruction and Assessment (Coherent Instruction) • Support Georgia’s Teacher Keys Effectiveness System (TKES) and (TAPS) (Professional Capacity and Effective Leadership) • Support Georgia’s Leader Keys Effectiveness System (LKES) and (LAPS) (Professional Capacity and Effective Leadership)

43. Formative Instructional Practices Defined“It is not the instrument that is formative; it is the use of the information gathered .”(Chappuis, 2009) Formative Instructional Practices (FIP) are intentional behaviors that both teachers and students use to make decisions about learning. Formative instructional practices are the formal and informal ways that teachers and students gather and respond to evidence of student learning. Georgia FIP is a blended model for professional learning. It provides Tier I evidenced-based interventions and practice opportunities for educators to accurately use formative instructional practices in districts and schools. GA FIP online professional learning has four foundational components. • Clear Learning Targets • Collecting, analyzing and using evidence of student learning • Effective Feedback • Student Ownership of Learning

44. Formative Instructional Practices (FIP) • Design • Teach • Re-Design • Teach Georgia’s Rigorous Curriculum • Re-Design • Teach • Re-Design • Teach

45. Where is the “HOW?” Many of my fellow teachers and I understand the need for more rigor and challenging our students to help them achieve. We get it. What is lacking is the “how.” How is teaching with the new standards different from teaching with the old? Teachers need models and training to help them step back to the role of skilled facilitators, to guide students to take ownership of their own learning. Source: Marzano, R. J. and Toth, M. D. (2014). Teaching for rigor: A call for a critical instructional shift. West Palm Beach, FL: Learning Sciences International.

46. 2018-2019 Survey Feedback after FIP • Through optional and self-identification, teacher participation in the survey was 443 (88%), coaches were 28 (6%), principals and assistant principals were 18 (4%), district-level staff 4 (<1%), and RESA staff was 11 (4%). • 504 educators responded to the question, “Please rate your perception of the usefulness of the content in FIP to your classroom work with students.” 94% (474) of respondents felt that FIP was highly or moderately useful. Nine (2%) responded that FIP was not useful. 21 (4%) shared that they serve in a role outside of the classroom and this question was not applicable. Sample anecdotal comments are below. • ~It’s like a map of “how to’s” and this is very helpful for all teachers in a PLC. • ~Learning how to create rubrics and understanding student’s progress has proved to be very useful in my PLC group. • ~This is one of the best online courses I have taken online. • ~ Completing the FIP Modules enhanced my ability to identify the appropriate standard for a lesson and determine the target of knowledge that I need to reach in the student. Also, I am now equipped to provide effect feedback, after analyzing an assessment and determining the remediation plan for a specific student. • ~I learned a lot about doing assessments in my classroom. I teach children with autism and it wasn't easy knowing how to assess students with disabilities. However, now I am more proficient and confident to assess my students based on performance.

47. 2018-2019 Survey Feedback after FIP • Sample comments are below in response to the question, “Please list any changes that you’ve made in your work that are a direct result of participating in Georgia FIP professional learning. If you have not made any changes to your practice, write N/A.” There were 504 respondents to this question and 160 (33%) N/A answers. • ~I have implemented many of the practices in my math teaching/lessons. My students have made great gains, and I have become a stronger math teacher. My students are owning their learning and setting their paths. • ~The biggest impact to our instruction here at my school is being able to deconstruct standards accurately and effectively. In the past, this was not the case. FIP training has made a great difference in our instruction. • ~The module on creating sound rubrics has greatly helped me in the classroom. Creating rubrics takes a lot of time and can be frustrating. • ~I unpack my standards better. Have created assessments first to guide my lesson. This has been very helpful in teaching writing. • ~I have started deconstructing the standards to find the 4 types of learning targets to help me determine the best way to create objectives that will lead to mastery of IEP goals.

48. Let’s Talk About GA FIPProfessional Learning Content

49. FIP Series and Courses (25 Options) • Foundations for Understanding FIP (5 core courses) • Leading and Coaching FIP (1 course) • Creating Clear Learning Targets (6 courses) • Reaching Every Student (3 courses) • Designing Sound Assessments (10 courses)

50. Foundations (Core) Courses: Formative Instructional Practices 1. Introducing Formative Instructional Practices • Understand what formative instructional practices are • Become familiar with key research findings related to the effects of formative instructional practices on student achievement 2. Creating and Using Clear Learning Targets • Understand the benefits of learning targets • Know how to ensure learning targets are clear to the teacher • Know how to make learning targets clear to students